Journal of Microbiology & Biology Education 

About: Journal of Microbiology & Biology Education is an academic journal published by American Society for Microbiology. The journal publishes majorly in the area(s): Medicine & Computer science. It has an ISSN identifier of 1935-7877. It is also open access. Over the lifetime, 1030 publications have been published receiving 6711 citations. The journal is also known as: Journal of microbiology and biology education & JMBE.

Use of Blue Agar CAS Assay for Siderophore Detection.

Abstract: Schwyn and Neiland developed a universal siderophore assay using chrome azurol S(CAS) and hexadecyltrimethylammonium bromide (HDTMA) as indicators. In Schwyn and Neiland’s original paper, the procedure given for making CAS agar is written in general terms and can be difficult to follow, especially for an individual who has limited experience making more complex media. Here, we give a step-by-step protocol for making the CAS agar plates, and we discuss how this media can be incorporated in a comprehensive project in a microbiology lab course for biology majors.

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains

Abstract: Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Using Soxhlet Ethanol Extraction to Produce and Test Plant Material (Essential Oils) for Their Antimicrobial Properties

Abstract: As the issue of antimicrobial resistance continues to grow, there is a renewed interest in deriving antimicrobial products from natural compounds, particularly extracts from plant materials. This paper describes how essential oil can be extracted from the common herb, thyme ( Thymus vulgaris ) in the classroom. Subsequently, the extract can be tested for its antimicrobial activity. A number of variables are suggested.

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding

Abstract: The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

Biosafety Guidelines for Handling Microorganisms in the Teaching Laboratory: Development and Rationale

Abstract: The safe handling of microorganisms in the teaching laboratory is a top priority. However, in the absence of a standard set of biosafety guidelines tailored to the teaching laboratory, individual educators and institutions have been left to develop their own plans. This has resulted in a lack of consistency, and differing levels of biosafety practices across institutions. Influenced by the lack of clear guidelines and a recent outbreak of Salmonella infections that was traced back to teaching laboratory exposures, the Education Board of the American Society for Microbiology charged a task force to develop a uniform set of biosafety guidelines for working with microorganisms in the teaching laboratory. These guidelines represent best practices for safely handling microbes, based on the safety requirements found in the Centers for Disease Control and Prevention’s (CDC’s) Biosafety in Microbiological and Biomedical Laboratories (BMBL). Guidelines for safely handling microbes at both biosafety level 1 (BSL1) and biosafety level 2 (BSL2) were developed. The guidelines are brief by design for ease of use and are accompanied by an extensive appendix containing explanatory notes, sample documents, and additional resources. These guidelines provide educators with a clear and consistent way to safely work with microorganisms in the teaching laboratory.